Most students prefer learning situations that are active, participatory, emotionally engaging, and filled with visual and physical stimulation.
Classrooms become places where material must be learned even though it may seem nonsensical to students (because there is not time to explain).
Key areas:Passive instructional strategies
Disregard of student learning styles
Lack of relevant curriculum
Low expectations
b- School Climate and Relationships:
Relationships among adults (teachers and family) and students are crucial for a positive school climate, particularly to spread out a sense of membership, that is students belong to the school they are attending.
An effective school environment means a safe one too, where students and teachers feel at ease, safe, comfortable to walk and stop and have a chat too.
Key areas:Conflict between home and school culture
Lack of adequate counseling
Negative school climate
GOALS:
Instructional strategies teach all students both basic skills and demanding, higher-order thinking skills (Inclusive).
Students have the opportunity to construct knowledge - not just memorize it (Supportive).
Active, engaged learning tasks motivate as well as teach (Engaging).
Instructional uses of technology promote engaged learning, rather than rote, skill-driven, or low-level instruction on computers (Challenging).
ACTION OPTIONS:
Encourage teachers to use new approaches in the instruction of at-risk students.
Explore authentic instruction and provide students with tasks that allow high levels of thinking and engagement.
Complement teacher-centered instruction with cooperative learning and small group activities.
Replace norm-referenced assessments with authentic assessments.
Explore new instructional frameworks for producing high- achieving learning environments.
Establish faculty teams to examine alternative ways to organize instruction, such as longer class periods, new scheduling formats, and cross-disciplinary programs.
Acquire funding and support for technology that is needed in the classroom to prepare students for the demands of a predominantly service-oriented, high-technology workforce.
Implementation of ICT
ICT References:
Skamp, K 2008, ‘Our place in space’, in K Skamp (3rd ed.), Teaching Primary Science Constructively, 3rd ed., Thomson, Melbourne, pp. 373-376
a - Courses, Programs, Curriculum Quality:
Most students prefer learning situations that are active, participatory, emotionally engaging, and filled with visual and physical stimulation.
Classrooms become places where material must be learned even though it may seem nonsensical to students (because there is not time to explain).
Key areas:Passive instructional strategies
Disregard of student learning styles
Lack of relevant curriculum
Low expectations
b- School Climate and Relationships:
Relationships among adults (teachers and family) and students are crucial for a positive school climate, particularly to spread out a sense of membership, that is students belong to the school they are attending.
An effective school environment means a safe one too, where students and teachers feel at ease, safe, comfortable to walk and stop and have a chat too.
Key areas:Conflict between home and school culture
Lack of adequate counseling
Negative school climate
GOALS:
Instructional strategies teach all students both basic skills and demanding, higher-order thinking skills (Inclusive).
Students have the opportunity to construct knowledge - not just memorize it (Supportive).
Active, engaged learning tasks motivate as well as teach (Engaging).
Instruction accommodates students' learning styles (Safe).
Instructional uses of technology promote engaged learning, rather than rote, skill-driven, or low-level instruction on computers (Challenging).
ACTION OPTIONS:
Encourage teachers to use new approaches in the instruction of at-risk students.
Explore authentic instruction and provide students with tasks that allow high levels of thinking and engagement.
Complement teacher-centered instruction with cooperative learning and small group activities.
Replace norm-referenced assessments with authentic assessments.
Explore new instructional frameworks for producing high- achieving learning environments.
Establish faculty teams to examine alternative ways to organize instruction, such as longer class periods, new scheduling formats, and cross-disciplinary programs.
Acquire funding and support for technology that is needed in the classroom to prepare students for the demands of a predominantly service-oriented, high-technology workforce.
Implementation of ICT
ICT References:
Skamp, K 2008, ‘Our place in space’, in K Skamp (3rd ed.), Teaching Primary Science Constructively, 3rd ed., Thomson, Melbourne, pp. 373-376
Betcher, C 2002, Things that make a difference, In-Touch Newsletter, retrieved 13 April 2010, <http://ictpd.net/2008/08/things-that-make-a-difference/>
http://www.schooldropout.org/projectschool.htm